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Objective: The main objective of this study is to assess the prevalence of unstable ovarian artery doppler indices in patients with polycystic ovarian syndrome. Methodology: This is cross-sectional descriptive study, conducted at a tertiary care hospital from February 2021 to January 2022. A total of 130 patients with polycystic ovarian syndrome. The patients included were those having duration of illness was more than 3 months, age between 20-40 years. Patients with influencing factors e.g., high prolactin and hypothyroidism were excluded from the study. The selected patients were undergone transabdominal ultrasound for the localization of anatomical position of ovarian arteries. Pulsed doppler range gate was established across the vessel and mean of three waveforms was observed. The doppler artery indices included were pulsatility index (PI) and resistive index (RI). The values were obtained and recorded. Results: The mean age of patients was 29.33 ± 4.11 years. Majority of patients (54.33%) were between the 19-29 years. Mean time of duration of polycystic ovarian syndrome (PCOS) was 3.11 ± 1.43 years. Mean body mass index (BMI) was 28.38 ± 2.01 kg/m². The frequency of deranged arterial involvement in patients was 71%. Conclusion: The findings suggested that the prevalent of deranged ovarian artery indices (RI and PI) in polycystic ovarian syndrome (PCOS) is significantly high. [ABSTRACT FROM AUTHOR]

Objectives: The main objective of the study was to explore the factors to predict academic failure before the first major assessment. Methods: An exploratory qualitative study was conducted from March 2021 to August 2021 at Riphah International University. Using the purposive sampling technique, 16 students and seven teachers were included in the study. Eight online interviews were conducted with students who were academic failures and two focus group discussions were held with eight high achievers and seven teachers. The data was analyzed and thematic analysis was done. Results: Thematic analyses deduced relevant themes which were: Educational Journey Does past matter? Essential for learning, Personality and psychological make-up, and assessment of behaviour. The factors identified were performance record, learning difficulty, educational dislocation, missionless and purposeless, against free will, tuition, poor self-regulation, low effort, procrastination, non-reflective practice, cognitive load mismanagement, limited remediation, hesitant help-seeking, low self-efficacy, introvert behaviour, demotivation, emotional imbalance, observation of student behaviour, assessment of assigned task. Conclusion: Academic failure can be predicted early and salvaged. [ABSTRACT FROM AUTHOR]